Written by Rachel Worsley Author: Rebecca Wood Affiliation: Lecturer in Inclusive Education, University of Glasgow Journal: Educational Review Autism, Intense […]
Written by Rachel Worsley The Sexual Health, Orientation and Activity of Autistic Adolescents and Adults – A Summary for Non-Academics […]
Written by Rachel Worsley “A Group of Fellow Travellers Who Understand”: Interviews With Autistic People About Post-diagnostic Peer Support in […]
Written by Rachel Worsley Dissociation in How Core Autism Features Relate to Interoceptive Dimensions: Evidence from Cardiac Awareness in Children […]
Written by Rachel Worsley Autistic Adolescent Boys’ Perspectives on Engagement in Online Video Gaming, A Summary for Non-Academics Authors: Georgia […]
Written by Rachel Worsley Does Learning You Are Autistic at a Younger Age Lead to Better Adult Outcomes? A Summary […]
Written by Rachel Worsley Self-Reported Camouflaging Behaviours Used by Autistic Adults: A Summary for Non-academics Authors: Julia Cook, Laura Crane, […]
Written by Dr Bec Poulsen “Just Ask Me”: The Importance of Respectful Relationships Within Schools, a Summary for Non-academics Authors: […]
Written by Bec Poulsen “It Just Fits My Needs Better”: Autistic Students and Parents’ Experiences of Learning from Home During […]
The Reframing Autism team would like to acknowledge the Traditional Owners of the lands on which we have the privilege to learn, work, and grow. Whilst we gather on many different parts of this Country, the RA team walk on the land of the Birpai, Awabakal, Wattamattagal, Whadjak, Amangu, Bunurong and Kaurna Yarta peoples.
We are committed to honouring the rich culture of the Aboriginal and Torres Strait Islander peoples of this Country, and the diversity and learning opportunities with which they provide us. We extend our gratitude and respect to all Aboriginal and Torres Strait Islander peoples, and to all Elders past, present, and emerging, for their wisdom, their resilience, and for helping this Country to heal.
Donate![CW: Relational Safety, Gaslighting
When does self-advocacy become solo-advocacy? In the final instalment of this trilogy on the importance of relational safety for Autistic individuals, our guest blogger explores the challenges of self-advocacy in an educational setting and the pitfalls of expecting a child to successfully collaborate in setting accommodations, without the input of their attached parent or caregiver.
She calls for more compassionate, collaborative and curious partnerships, for the sake of genuine advocacy.
Read her blog 'Don’t Confuse Self-Advocacy with Solo-Advocacy: Self-Advocacy Is a Team Sport' on our website, which you can visit through the link in our bio.
#ActuallyAutistic #Neurodivergent #ReframingAutism
[ID: A yellow background featuring the Reframing Autism logo at the top left corner and rainbow logo knotwork at the bottom left. A quote in purple reads, "Parents, trust your children and your own assessment of what their behaviour means. Teachers, trust supposedly "anxious" parents. They're acting "overinvolved" for a reason. Let's be collaborative and curious together, for advocacy's sake.", as written by Alex * (an alias). Below is an image of a Caucasian family, featuring two children with their father, getting out of their red car. The father is wearing a white v-neck t-shirt and blue jeans, and he has short brown hair. He is passing a school bag to one of his children who has shoulder length curly blonde hair. They are wearing a school uniform consisting of a white collared shirt, a red jumper, and a navy pleated skirt. On the left stands one of his children, with short blonde hair, wearing a red school jumper. They are outside on a sunny day near what appeares to be school gates, surrounded by green trees.]](https://reframingautism.org.au/wp-content/plugins/instagram-feed/img/placeholder.png)